Individual Learning Plan Inclusion Plan

Date of creation: 22/4/2014 Date of revision: 22/7/2014

Name: Toby Jacobs Date of birth: 06/02/2010

Support Group Members:

Parents: Josh and Shelly Jacobs
Grandparents: Graham and Margret Johnson
Doctor: Dr Phil, Local GP
Early Intervention specialists: Speech and Language Therapist.
Formal Assessments/Diagnosis/Special Needs:
Toby has been diagnosed with Autism.
Individual characteristics:
He finds it hard to focus and communicate his needs at times, sometimes
struggling to act appropriately as he finds it hard to relate to others. He is often
clumsy or awkward in his movements. He enjoys playing on his own and gets
distressed if his play is interrupted or he is asked to move on.
Skills/Strengths & Interests:
He shows independence when asked to do simple tasks he is familiar with. He
shows strengths in communicating when talking about his interest in trains.
Great with numeracy, enjoys counting and already has begun to learn his times
tables. He is a great visual learner and is able to relate to images and videos
easily, it is important to use visual cues to support him. He is good at lining,
sorting and stacking objects together, and placing them in the correct colour
groups. Is able to participate in most group activities and use simple language
to talk to other members in class. He behaves appropriately when he knows
what is expected of him.

Challenges:
Toby seems to need lots of reminders, tending to only be able to remember one
thing at a time. He sometimes struggles to communicate his needs often
speaking too soft or too loud for the context and finds it hard to pay attention at
times. He also struggles to sustain appropriate conversations as he finds it hard
to relate to others and make friends. At times he finds it hard to act
appropriately when not given instructions or supervised. He needs to have
familiar routines as he finds it hard to adapt to new situations. He also has
delays in his fine motor skills and he needs support with his gross motor skills
as he struggles with his coordination. Toby also finds it challenging to use his
imagination. He is still developing his literacy skills.

Learning Priorities/Goals:
In the future we hope to help Toby become a better communicator, when
interacting with peers and teacher. Be more aware of what is socially
 acceptable. Also to further develop his fine and gross motor skills as well as
literacy skills by supportive activities. As well as develop greater independence
when following instructions.

Visual Aids/Supports
Visual supports are an important aspect within our plan, as they can be used to support
every child within the group. Blagojevic, Logune, Bennett-Armistead, Taylor and Neal
(2013) explain visual supports can be used for children with disabilities or learning
English that need extra support, as they may not understand what is being said if the
speech is unclear or too fast. We have a number of children that have been
diagnosed with autism spectrum disorder (ASD),visual supports are most appropriate
for these children as The National Autistic Society (2003)explain many children with
ASD are said to be visual learners and presenting information in a visual way can help
support their communication skills, language development and ability to process
information. We also have some children that have been diagnosed with attention
deficithy per activity disorder (ADHD) and have trouble paying attention. By having the
visual support sit will help reinforce what is expected of them without having to be
constantly told. Mason, one of the children, has a hearing impairment, having the extra
support with visual aids will allow him opportunities to use them to communicate his
needs without talking. The National Autistic Society (2003) suggests introducing visual
support into the classroom gradually to enable the children to become used to it. This is
why only a few visual supports have been included at this stage and will be reviewed
later to consider including more. By using the visual supports the overall aim is to allow
the students to become more independent and better communicators.